Communication proficiency among Chinese students has been a major issue in the education system. International students, mainly Chinese, have been on the verge of achieving English language proficiency due to the application of self-efficacy and self-confidence ( Shaheen, 2016) . Since self-efficacy is the peoples' belief in the ability to perform a given task, Chinese international students believe they can be proficient in the English language with continued practice and exposure. Self-confidence is also vital in the education system more so in the language acquisition due to the difference in cultural presentation and syllables applied in each language Chinese students must, therefore, apply self-confidence to realize English proficiency. Studying English with regards to international Chinese education will contribute to the ideal scope for the widespread application of research literature on this topic.
Researching Chinese students' self-confidence and self-efficacy regarding English language proficiency contributes to a broader view of perceiving this field of education. It reduces the gap of research on this aspect since many researchers will be on the forefront to seek more information about this minority group in the United States of America ( Xiao, 2019) . The situation mainly aims at a full understanding of the cultural presentation and its relationship to English language study among Chinese International Students. Studying the impact of self-efficacy and self-confidence on English language performance among Chinese international students leads to an analysis of the professional theories such as the cognitive and the social assumptions. Since they are ideal and applied in education literature, they provide a broader scope in the study of the acquisition of the English language among Chinese international students.
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The study will also reduce the gap in the literature by including more information on the second language acquisition by Chinese international students. Many researchers who concentrate on Albert Bandura's self-efficacy approach will also aid me in understanding more about the contribution of self-efficacy in English language proficiency (Zhang et al. 2019). English language learning requires self-confidence and the ability to adhere to changes. The inclusion of different literature in this field will, therefore, provide professionalism since the research will dwell on only the scholarly and peer-reviewed resources and the relay findings that define the ideal nature of English language education among Chinese international students. The factors mentioned above will contribute to the success of this research.
References
Shaheen, N. (2016). "International students' critical thinking–related problem areas: UK university teachers' perspectives." Journal of Research in International Education , 15 (1), 18–31. https://doi.org/10.1177/1475240916635895
Xiao, H. (2019). "Study on Main Factors Influencing Chinese Students' English Grammar Learning." Proceedings of the 6th International Conference on Education, Language, Art, and Inter-cultural Communication (ICELAIC 2019) . https://doi.org/10.2991/assehr.k.191217.071
Zhang, X., Ardasheva, Y., Egbert, J & Ullrich-French, S. (2019). "Building Assessments for Self-Efficacy in English Public Speaking in China." The Asia-Pacific Education Researcher. 10.1007/s40299-019-00441-9.
